共查询到20条相似文献，搜索用时 31 毫秒
1.
Akanksha Soni Santha Kumari 《International Journal of Science and Mathematics Education》2017,15(2):331-347
The present study investigated the antecedents and consequences of children’s math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math anxiety of parents and their children was measured using the Mathematics Anxiety Scale Short Version (MARS-SV), the Mathematics Anxiety Scale for Elementary School Students (MARS-E), and the Mathematics Anxiety Rating Scale for Adolescents (MARS-A). Math attitude was assessed with the Attitude Towards Mathematics Inventory (ATMI). A math achievement test was constructed for each grade level based on their curriculum. Path analyses were conducted to test the suggested conceptual model, and the results indicate that parental math anxiety and math attitude act as precursors to their children’s math anxiety and math attitude and further influence the math achievement of their children. 相似文献
2.
Heather J. Bachman Jessica L. Degol Leanne Elliott Laura Scharphorn Nermeen E. El Nokali Kalani M. Palmer 《Early education and development》2018,29(3):417-434
Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings. 相似文献
3.
Whose memory is the best in your school? 相似文献
4.
《Journal of research on educational effectiveness》2013,6(4):473-502
ABSTRACTThis study investigates, through a cluster randomized trial, the impact of Math in Focus, a core mathematics program modeled after instructional approaches used in Singapore, on third- through fifth-grade students’ achievement in mathematics. The program is currently being used in more than 400 school districts in the United States. The program focuses on coherence of coverage of materials across grades, use of the Concrete to Pictorial to Abstract approach to instruction, and covering fewer topics, but addressing them more thoroughly. Twenty-two grade-level teams across 12 schools were randomized to the program or business as usual. Measures included indicators of fidelity to treatment, and student mathematics learning. Impacts on mathematics achievement ranged from .11 to .15 standard deviation units. No differences in impact were observed depending on level of incoming achievement, minority status, or grade level. Impact of Math in Focus did not vary across the procedures and problem-solving subscales. Discussion of findings includes the nature of the counterfactual, and possible future direction of impact studies that may focus in greater depth on the critical features of inquiry instruction unique to Math in Focus. 相似文献
5.
Hope K. Gerde Steven J. Pierce Kyungsook Lee Laurie A. Van Egeren 《Early education and development》2018,29(1):70-90
Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy. 相似文献
6.
This study examined maternal support of children’s math learning at 36 months (n = 140) as a mediator of the association between early childhood family income and children’s counting and calculation skills at 4½ and 6–7 years. Family income was associated with this measure of children’s math school readiness, but the association was almost entirely indirect and mediated by observed maternal support of children’s numerical skills at 36 months. Maternal support of children’s spatial concept and general learning (cognitive stimulation and sensitivity) were not significant mediators of this association. Results suggest that income-based gaps in counting and calculation skills at school entry may be due in part to the constraints that low family income places on early numerical learning support. 相似文献
7.
This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers’ mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of non-participating teachers. Teacher outcomes were measured longitudinally across 5 years. Participating teachers showed changes in their knowledge, attitudes, and beliefs in line with program goals immediately after completion of coursework. Moreover, these changes were sustained in subsequent years, following program completion. Relative to the comparison group, participants demonstrated greater gains in knowledge as well as greater improvements in attitudes and beliefs. Implications of these results for professional development design, implementation, and evaluation are discussed. 相似文献
8.
Federal regulations indicate that the achievement gap must be closed between subgroups, including the gap between special education and non-special education students. We explored the ways in which achievement trends are influenced by three methods of reporting (cross-sectional, cohort–static, and cohort–dynamic). We also investigated (a) the ways in which achievement gaps change when different analytical techniques (proficiency levels, scale scores, effect size) are used, and (b) the relationship between student achievement and the extent to which students’ special education status changes across years. We conclude by discussing the practical and policy implications of using the three methods for reporting data about the performance gap. 相似文献
9.
Irene Plonczak 《Journal of Science Teacher Education》2010,21(2):241-254
This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’
field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science.
In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field
placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th
grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing
highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2)
teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face
to face into their limited understanding of the content matter in math and science. 相似文献
10.
M. Francisca del Río Maria Ines Susperreguy Katherine Strasser Viviana Salinas 《Early education and development》2017,28(8):939-955
The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers’—but not fathers’—engagement in numeracy practices at home predicted children’s numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents’ numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement. 相似文献
11.
Hanna Gaspard Fani Lauermann Norman Rose Allan Wigfield Jacquelynne S. Eccles 《Child development》2020,91(5):1800-1818
Different cross-domain trajectories in the development of students’ ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’ intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers. 相似文献
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13.
Bahr Peter Riley Boeck Claire A. Cummins Phyllis A. 《Research in higher education》2022,63(4):631-671
Research in Higher Education - Students 25 years of age and older comprise one-third of the population in public two-year institutions, and these students face significant disadvantages in... 相似文献
14.
The current research examined adolescents’ attitudes about sexism in fields related to science, technology, engineering, and math (STEM). The ethnically diverse sample (61% East Asian) was composed of 629 adolescents (Mage = 16.09) who attended a public school in the United States. Participants responded to closed- and open-ended questions about the prevalence and severity of sexism in STEM. We used latent profile analysis to classify participants into latent classes according to their responses. Of note, one latent class included participants who perceived sexism in STEM as a fairly common and very serious problem. Relative to the other classes, participants in this class were more likely to be girls and showed higher STEM value. Qualitative analyses illustrated that the participants in each class reasoned in fundamentally different ways about sexism in STEM. 相似文献
15.
李满兰 《中学物理教学参考》2004,33(12):54-55
本文介绍了公式编辑器Math Type5．2汉化第四版的使用方法，使用它可方便、快捷、规范地编辑含有大量数学符号的文件、试卷以及多媒体课件等． 相似文献
16.
This study examined parent–child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high-quality math engagement. Seventy-two dyads of parents and 4- and 5-year-olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Parents rated the formal learning and guided play activities as equally supportive of math learning, but rated the guided play activity as more enjoyable than the formal learning activity. The findings have implications for how parents should be encouraged to support preschoolers’ math learning. 相似文献
17.
The present study examined the longitudinal associations between children’s perceptions of parental involvement in math homework (control and support) and their math performance and motivation (task-persistent homework behavior and math self-concept). Children (n = 512) reported their perceptions concerning parental involvement in sixth-grade math homework. In grades 3 and 6, children completed math tests, evaluated own math self-concept, and their mothers (n = 420) evaluated task persistence during homework. The results showed that low self-concept in math predicted increased parental control, which in turn related to low math performance, task persistence, and math self-concept. Second, perceived parental support was related to increased task persistence during homework. Finally, parental control was especially detrimental for boys’ task persistence and math self-concept. 相似文献
18.
Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math achievement test, did not suggest that girls with Turner syndrome have math learning difficulty (MLD). However, analyses did reveal lower efficiency on timed executive function tasks, among girls with Turner syndrome, who traded accuracy for speed under mild to moderate working memory demands. In Study 2 we compared numerical processing skills of 6th graders who had either Turner syndrome, MLD, low math achievement, or typical achievement in math. A numerical decomposition task revealed numerical processing deficits for the Turner syndrome and MLD groups, relative to typically achieving students. The relative difficulties in how numerical processing vs. working memory demands affected performance accuracy differed among groups, with the former demands leading to more performance difficulties in the Turner syndrome group. Our findings support the notion that girls with Turner syndrome recruit different strategies than their peers during allegedly basic numerical processing, that numerical processing deficits vs. executive function deficits underlie their difficulties with mathematics, and that math difficulties among these girls may not be apparent on untimed tests. These finding have implications for a possible manifestation of MLD. 相似文献
19.
Through a synthesis of test publisher norms and national longitudinal data sets, this study provides new national norms of academic growth in K–12 reading and math to help reinterpret conventional effect sizes in time units. We propose d?, a time-indexed–effect-size metric to estimate how long it would take for an “untreated” control group to reach the treatment group outcome in terms familiar to educators—years/months of schooling. It serves as a supplement to conventional effect-size metrics, such as Cohen's d, by taking into account different amounts of time needed for learning at different ages or grade levels. Through applications to Project STAR small class effects and NAEP racial achievement gaps, we demonstrate how to interpret and use d?. It is expected to provide a more developmentally appropriate context for interpreting the size of an effect, a step toward bridging the gap between educational research and practice. 相似文献
20.
Jie-Qi Chen Jennifer McCray Margaret Adams Christine Leow 《Early Childhood Education Journal》2014,42(6):367-377
This study reports on results from the Early Mathematics Beliefs and Confidence Survey, administered to 346 preschool teachers in a large public school system in the Midwest. Survey results depict a much more positive view of teachers’ beliefs and confidence in early math teaching than previously reported. Results also suggest that teacher confidence varies with specific types of math knowledge and teaching abilities, and assessing math learning is a specific area where teachers lack confidence. Examining confidence in their math abilities and in teaching early math, results indicate that teachers are more confident teaching math and remain confident in teaching even when confidence in their abilities is low. Implications of results for early math professional development are discussed. 相似文献